Designing for Learning: Math

Registration for this course is closed. Please stay tuned for the next offering of this course. Thank you.

Designing for Learning: Math offers student-centered strategies that address emerging questions around adapting math pedagogy to hybrid and online learning contexts. No matter where students are learning, equitable design and student-centered pedagogies remain foundational, urgent priorities. Empowering students to do cognitively complex work that matters to them in a relationships-based environment is the key to learning and engagement in any math course. Designing for Learning: Math takes a deep dive exploration into designing for access and equity, developing valid and authentic assessments, planning asynchronous and synchronous math practice, implementing real-world problem solving, and making student learning visible.

Grounded in teacher and student voices and examples across secondary grade levels (5-12), this one week course invites math educators to explore resources, consider applications, and participate in community conversations with other math teachers from around the world.

This course is applicable to math educators across middle and high school grade levels and contexts. We encourage you to take this course as a school team or department. An estimated 4-6 hour time commitment, it is intentionally designed to be:

• Adaptable: Provides examples and insights across math disciplines
• Collaborative: Ideal for teachers, school teams, and instructional coaches
• Flexible: Fits within a teacher schedule; you choose your time commitment and when you will engage in this entirely asynchronous experience
• Personalized: Apply what you need to your own course and context; choose between resources, strategies, activities, and discussions
• Practical: Take what you’ve learned and apply it immediately to your teaching practice

You will learn specific strategies aligned to teaching math for:

• Conducting synchronous and asynchronous learning experiences
• Content curation
• Designing assessments for learning
• Increasing engagement and meaningful collaboration
• Making student learning visible
• Planning intuitive, interactive, and navigable learning experiences
• Supporting students in developing and exercising agency
• Translating what works in-person to hybrid and online